• 의학교육논단
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• 제12권1호
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• pp.9-22
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• 2010

It is the most important thing at present for physicians to posses the qualification of medical professionalism. A lot of medical schools have made all-out efforts to develop leaders of medicine, who will be able to meet the needs of medical professionalism in this complex medical environment. The purpose of this study is to review the cognitive base of medical professionalism leading the curriculum development of medical professionalism. The discussion of medical professionalism started in the 20th century. During the 1960s, there were attempts to reshape the concepts and attributes of medical professionalism. The government began to intervene in the autonomy of physician and the self regulation policy of medical society in 1970s. Physician may be asked to play as a healer and professional (what?) during their medical practice. The fundamental role of healer such as care, compassion, honesty, integrity, confidentiality, ethical behaviors, and respect with patients were nothing fresh to tell even though the age was changed. The attributes of professional which are physician's autonomy, self regulation, teamwork, and responsibility to society has been changed dramatically over the past five decades. In general, medical educators agreed that professionalism is demonstrated through a foundation of clinical competence, communication skills, and ethical and legal understanding, upon which is built application of the principles of professionalism: excellence, accountability, altruism, and humanism. If physicians fail to show professionalism in society, they will confront the crisis which can be under the government control. The only way to keep their autonomy is to practice medical professionalism. So far today, medical schools have laid more stress on competence than value standards in educational systems and it was restricted for medical students to learn the value standards for medical practice. To understand and practice the medical professionalism, it is the most realistic way to solve the complicated medical problems.

• 의학교육논단
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• 제14권1호
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• pp.11-18
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• 2012

The purpose of this article is to discuss the enhancement of medical professionalism and the artisan spirit proposed by Yu and to suggest curriculum content and methods to improve medical professionalism. Professionals are those who can share their knowledge with others and proceed under self-reflection on moral values and social expectations. The goal of medical education is to cultivate students to be good as well as to do well. To achieve this goal, educators should foster students to be good doctors for 99% of patients, rather than to be high performers for 1% of patients. There are two types of curriculum for medical professionalism: hidden and formative curricula. In these curricula, we doctors may be good role models for medical students. The curriculum contents and the methods for implementation that are based on accumulated experience can be embedded into education on professionalism. In addition, as suggested by Miller, how to evaluate medical professionalism based on a framework of clinical assessment must be discussed. Finally, it is suggested that the process of education on medical professionalism should be a kind of cultural movement to raise good doctors.

• 의학교육논단
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• 제20권2호
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• pp.78-90
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• 2018

Recently, unprofessional behavior by physicians and misconduct by medical students have led to increased public concern over medical professionalism. Many studies have been conducted to explore strategies that reinforce professionalism education and prevent misconduct in medical students. However, most studies focused on defining the medical professionalism and its conceptual components. In this study, we conducted a conceptual analysis based on the literature review to categorize issues of unprofessional behavior, and identified doctors' indifference to self and others as the reason for the unprofessional behavior. In this regard, self-reflection provides a practical tool to overcome such indifference. We suggest 'education and evaluation based on self-reflection and reflective practices' as the effective strategies to enhance the professionalism in medical students.

• 의학교육논단
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• 제14권1호
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• pp.7-10
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• 2012

This paper summarizes the concept of medical professionalism and presents its direction. Toward this end, the authors compare the characteristics of a professional with those of a craftsman and a technician. The authors describe the construct of medical professionalism on the assumption that knowledge and technical competence are necessary but not sufficient conditions for the professional. The construct of medical professionalism could be defined variously, depending on the time, place, or collectivity. The authors furthermore summarize cases for the development process of medical professionalism and then compare Korean medical professionalism with that of the West. Finally, the authors present the development direction of medical professionalism in Korea.

• 의학교육논단
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• 제14권1호
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• pp.1-6
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• 2012

The idea that medicine itself imposes certain obligations upon the physician probably originated in Greece. It is Socrates in the fifth century BC who first discussed medical professionalism. Socrates said that no physician should seek the advantage of the physician but of the patient. For the physician was a ruler of bodies and not a money-maker. However, it is Hippocrates, the contemporary of Socrates and the Father of Medicine, who founded medical professionalism education and professional medical ethics. The professional spirit of Greek physicians is summed up in the magic phrase 'love of humanity.' In Epidemics I, Hippocrates expressed hope that physicians would help patients, or at least do them no harm. He also said, "Life is short; Art is long" in The Aphorisms. Here he described the reflective philosopher and the practiced physician. At once he sang the shortness of human life and the extent of the medical arts. Moreover, he made students swear by the gods that "I will keep pure and holy both my life and my art." The Oath can serve as a coherent starting point and organizing framework for medical professionalism education and professional medical ethics. We need to have an opportunity to employ this fascinating text in teaching medical professionalism and medical ethics. In this article, the author asserts that the Hippocratic Aphorism (Life is short; Art is long) and The Oath, the most famous work of the entire Hippocratic collection, should be used for medical professionalism education.

• 의학교육논단
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• 제14권1호
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• pp.25-36
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• 2012

For decades medical educators have continually emphasized medical professionalism, which is reflective response to the challenges of a rapidly changing medical environment. This study aimed to review the experience of implementing medical professionalism education at Yonsei University College of Medicine (YUCM). YUCM introduced a new curriculum in 2004 designed by Curriculum Development Project 2004 (CDP2004), a project that was launched in 2001. CDP2004 reorganized lectures as organ-based integrated lectures, introduced an introductory course for clinical medicine and medical humanities courses for premedical and medical students. Problem-based learning (PBL), elective courses, and self-study sessions in the afternoon were implemented in order to equip students with a self-directed learning attitude as medical professionals. Professors were asked by the CDP2004 curriculum to spend more time on student education and to adopt new teaching methods. Experiences of the CDP2004 curriculum reveals 1) difficulty of motivating professors to be PBL tutors 2) students' dissatisfaction with the medical humanities course (major critique was that the course was impractical and unrealistic), and 3) students' optimistic understanding about their future role as medical professionals in influencing and helping people in spite of their perception of the general medical environment not as promising. To foster professionalism, the following are necessary in our experiences: 1) faculty development of medical humanities and medical professionalism, 2) establishment of an environment throughout the whole institution to support medical professionalism education and to integrate the concept into praxis, 3) emphasis on the fact that medical professionalism education is not contradictory to biophysical medical education.

• 대한건축학회논문집:계획계
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• 제36권3호
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• pp.31-38
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• 2020

The purpose of this study is to compare between professionalism in medical field(doctor) and architectural design field(architect) in Korea through synchronic and diachronic analysis, with basic requirement of expertise and systemicity, attitude requirement of the publicness, and structural requirement of exclusiveness and autonomy. The medical professionalism adapted by Korean government in the early period of modernization evolved from Western's professional expertise is highly divided as economy grew and society changed. In comparison, architecture was divided into architecture, urbanism, landscape, and interior architecture. Additionally, architectural field was subdivided with architectural design, engineering, construction, structure, and facilities, but architectural design focused on generalized education and practice system. From the systematical point of view, architectural design field has changed profoundly from architectural engineering as 5 year undergraduate educational system was introduced with Korean architectural accreditation. The publicness is approved through health service in medical field and safety and the public domain in architectural design field, but in reality the professionals are viewed as economic interest groups. Hence, the professionalism in both fields is required to reinforce ideology and ethics, and to practice concrete measures for publicness. Compared with the unified organization of medical field, architectural design professionalism faces various difficulties in unifying the organization, such as internal competition caused by tightened architect's requirements, along with external problems from architectural design permission demands of construction companies. In medical and architectural design professionalism, with the appearance of consumerism and stricter governmental regulations, the autonomy is weakened. From the result of comparative analysis, Korean medical field became extremely subdivided and specialized in each department, therefore integration of each disease and establishment of centers are proposed as solutions. By contrast, the reinforcement of expertise in architectural design professionalism might be necessary to strengthen autonomy caused by governmental restriction, and to form architectural culture and secure public architecture.

• 의학교육논단
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• 제23권2호
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• pp.90-103
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• 2021

This study examined the current status of the medical professionalism curriculum in Korea to suggest a plan to move towards the formation of a professional identity. Professionalism education data from 28 Korean medical schools were analyzed, including the number of courses, required or elective status, corresponding credits, major course contents, and teaching and evaluation methods. Considerable variation was found in the number of courses and credits in the professionalism curriculum between medical schools. The course contents were structured to expand learners' experiences, including the essence and knowledge of professionalism, understanding of oneself, social interaction with others, and the role of doctors in society and the healthcare system. The most common teaching methods were lectures and discussions, while reflective writing, coaching, feedback, and role models were used by fewer than 50% of medical schools. Written tests, assignments and reports, discussions, and presentations were frequently used as evaluation methods, but portfolio and self-evaluation rates were relatively low. White coat ceremonies were conducted in 96.2% of medical schools, and 22.2% had no code of conduct. Based on the above results, the author suggests that professional identity formation should be explicitly included in learning outcomes and educational contents, and that professional identity formation courses need to be added to each year of the program. The author also proposes the need to expand teaching methods such as reflective writing, feedback, dilemma discussion, and positive role models, to incorporate various evaluation methods such as portfolios, self-assessment, and moral reasoning, and to strengthen faculty development.

• 대한예방한의학회지
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• 제6권2호
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• pp.48-63
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• 2002

The study aims to investigate the process of professional socialization of oriental medical students, to analyze influencing factors on it, and to compare the results with those of western medical students. Professional socialization, in the context of this study, means the process through which a layperson becomes a profession equipped with professional identity and values. A survey using specially designed questionnaire was carried out in 1999. The data were collected from 11 oriental medical colleges for 2,656 students. A total of 2,597 cases was finally included in the statistical analysis. Analysis of factors related to professional value found that oriental medical students thought highly of human-oriented factors, followed by science and status, and this trend remained unchanged as they moved on to qualification. Among professionalism related items, those involved in professional regulation and dominance factors showed high scores, while showing low scores on items related to bio-ethics and autonomy factors. Unlike items of professional value, those of professionalism showed a notable difference in attitude statistically by schooling level. The average scores of factors for professionalism increased with increasing schooling years. This trend proved that oriental medical students acquired professional norms and attitudes through their educational period. Multiple regression analysis with the factors related to professional value and professionalism as dependent variables found that independent variables had some impact on science, status, and clinical autonomy, but no impact on human, policy autonomy, and professional regulation factors. In conclusion, with increasing schooling years, professional norms and attitudes of oriental medical students were also strengthened. And, in spite of the differences in general propensity, they have a base consciousness in common with western medical students. The difference of mind-set and attitudes related to professionalism in the two groups, however, considering the necessity of future cooperative relations, indicated that a common curriculum between both schools is needed, and the education of social medicine should be strengthened in oriental medical colleges.

• 대한예방한의학회지
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• 제27권2호
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• pp.73-84
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• 2023

Objectives : We tried to propose the direction of Korean medicine education through the consideration of 'professionalism as a competency beyond knowledge-skill' that modern medicine should take and therefore the perspectives of the competency-based curriculum in Korean medicine education. Methods : Competency-based curriculum, professionalism education phase and competency at medical school, student demand survey, Korean medicine education Accreditation Standards, and related research articles were used. Results : Proposed development measures to cultivate students' professionalism in Korean medicine education are as follows. self-care and emotional stability programs, communications between patient and doctor and among the colleagues, career exploration programs based on global medical trends and government policy, standardized professional training programs, and the evaluation of teaching experiences and achievements. Conclusions : The main purpose of the reorganization of the competency-based curriculum should be for improving Korean medicine education. The contents of phase performance, process performance, and course performance should be carefully organized so that the core contents and spirit of traditional Korean medicine can be achieved. In modern medicine, education of professionalism has been used to cover the problems that arise from taking achievement goals only from a biomedical perspectives. Accordingly the education of professionalism is also important in Korean medicine education as the modern Korean medicine follows the aspect of modern medicine,